Abstract
In higher education's rapidly digitizing landscape, AI tools lead the charge in revolutionizing learning methods. The Erasmus+ project 'Virtual Interface for Smart Interactions Online' (2020-1-AT01-KA226-HE-092653) introduces an AI mentor to address the shifting demands of digital and remote learning, aiming to reconcile emergent student needs with traditional educational theories.Using mixed methods, the inquiry started with a needs analysis involving 89 participants to understand post-pandemic educational challenges. Additionally, focus groups with 46 participants provided diverse insights into the AI mentor's functionality and impact.This analysis revealed that the AI mentor propels student engagement and facilitates a tailored learning journey. Nonetheless, it unveiled the AI mentor's limitations in uniformly catering to the multifaceted needs prevalent within higher education. Furthermore, a critical examination of the AI mentor's alignment with educational theories, particularly constructivism, disclosed notable discrepancies in mimicking the nuanced judgment and interpersonal engagement intrinsic to human mentorship. Predicated on these insights, the study articulates recommendations for the strategic incorporation of AI tools in higher education, underscoring their potential to augment rather than supplant the indispensable human facets of teaching and mentorship. Strategies advocate for an iterative design process informed by continuous feedback and underscore the importance of interdisciplinary collaboration to ensure AI applications' pedagogical and ethical integrity.Comparing the AI mentor to traditional methods sheds light on its distinct advantages and limitations, offering a comprehensive perspective on its educational role. This abstract provides a concise, academically rigorous overview, laying the groundwork for future AI research in education.
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